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中小学教育资源及组卷应用平台
Unit 6 A day in the life
Section 4 Section B 1a-2b
Content analysis
What
The reading text is a self-description by Timo Hala, a middle school student from Helsinki, Finland, who introduces the schedule of the school day. The text is divided into two paragraphs bounded by school hours. Timo began with a brief introduction of his personal information and then describes his day on Tuesday. The text describes a large number of daily activities and related time information, outlining all aspects of Timo’s life.
Why
From Timo’s schedule, students can realize how the teenager arranges his study and life properly. He can not only complete the study tasks of school, but also makes full use of the spare time to satisfy his interests, such as listening to the news and music in the morning, and reading with his parents after dinner. In addition, he can prepare his schoolbag the next day and go to bed on time. By learning this reading text, students can understand the study life of other peers and learn how to describe their own life. Students can efficiently arrange their time and plan their lives by learning from others.
By reading a narrative essay, students can master English vocabulary and grammar knowledge, improve reading comprehension and oral expression ability, they can also obtain some excellent qualities from others and enhance cross-cultural communication ability. At the same time, through the exploration of the theme, students are guided to establish correct values and outlook on life and cultivate a positive attitude towards life. These are the important lessons for students in this lesson.
How
The article is a narrative essay that introduces the daily life of Timo, a Finnish middle school student in chronological order. Through the use of simple and clear sentences and vocabulary, the article allows readers to intuitively understand the scenes and emotions described by the author. In terms of writing techniques, the article adopts a direct narrative approach, describing specific work and rest activities and practices, and uses vivid descriptions and pictures to present Timo's daily routine, so that students can understand the work and rest time of Finnish students.
The author firstly introduces Timo’s daily routine on Tuesday, which is described in chronological order and then introduces his daily routine when he gets home. The present simple tense is used throughout the article. The author adopts direct narration to write from the first person perspective, which makes the content clear, logical and easy to understand.
Learning Objectives:
At the end of this section, students will be able to:
Get the general idea of the text through fast reading and find the most suitable article title;
Understand Timo’s daily life on Tuesday and make a structured chart according to the information provided by reading the text;
Understand the daily work and rest of Finnish middle school students through reading, try to make cross-cultural comparison, and learn the similarities and differences between them and Chinese middle school students in curriculum, class composition, extracurricular activities, morning and evening work and other aspects;
Deeply discuss how to make full use of time and establish a sense of time.
Focal and Difficult Points
Focal Points
1. Understand Timo’s daily life on Tuesday and make a structured chart according to the information provided by reading the text;
2. Understand the daily work and rest of Finnish middle school students through reading, try to make cross-cultural comparison, and learn the similarities and differences between them and Chinese middle school students in curriculum, class composition, extracurricular activities, morning and evening work and other aspects;
Difficult Points
1. Get the general idea of the text through fast reading and find the most suitable article title;
2. Deeply discuss how to make full use of time and establish a sense of time.
Procedures
Teaching Activities Learning Activities Purpose
Step 1: Lead in 1. Ask Ss the following questions. Do you know someone who has different daily routines from you How different are their daily routines 2. Show some pictures of middle school students from different counties. Ask Ss to observe them and answer the following questions. What do you see in the photos In the first photo, what is the boy wearing In the second photo, what sport is the boy doing Where do you think the boy comes from 1. Answer the teacher’s questions. 2. Observe the pictures the teacher given and answer the questions. To stimulate the connection between students’ experience and the teaching content of this lesson.
Step 2: Reading Predict Ask Ss to look at the photos in the text and guess which country the boy is from. 2. Read for the main idea Ask Ss to read the passage and choose a suitable title for it. Lead them to explain why to choose it. 3. Read for the details ①Show a timeline to Ss and ask them to read the passage again and complete the timeline. 1. Observe the photos in the textbook and make predictions about the boy. 2. Read the passage, choose a suitable title for the passage, and explain the reasons. 3. Read the passage and complete the timeline and 1d. To teach Ss how to get effective information by speed reading. To cultivate students’ capability of analysis.
②Ask Ss to read the passage for the third time. And complete 1d. 4. Summarize Ask Ss to work in groups and find the structure of the passage. Self-introduction Morning lessons and activities Afternoon lessons and activities Lunch time After-school activities 4. Work in groups and find the structure of the passage.
Step 3: Deep thinking 1. Lead Ss to describe the school day, and share their ideas about what they think of Timo’s day. 2. Ask Ss to complete 2a and compare thier day schedule with Timo’s. 3. Instruct Ss to complete 2b based on the information in 2a. Ask some students to share their writing to the class. 1. Describe the school day, and share their ideas about what they think of Timo’s day. 2. Complete 2b and 2a. To improve Ss’ critical thinking ability and cultivate the ability to use time wisely.
Step 4: Homework Basic: Write a passage about your daily routine. Extended: Write a letter to Timo that includes the following questions: Which part of Timo’s life interests you most What else do you want to know about his life How is Timo’s day different from yours Your hope to make friends with him. Choose one to complete. To consolidate what students have learned in this section.
Blackboard design
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